Abstract
Emotional adjustment and problem-solving are crucial in the daily life of adolescents. This study aimed to explore the effects of emotion regulation intervention on social problem-solving skills in hard-of-hearing adolescents. The present research was a semi-randomized controlled trial design. Thirty hard-of-hearing adolescents were randomly selected from schools for the deaf in Isfahan, Iran. They were randomly allocated to control (n = 15) or intervention (n = 15) groups. The second group attended the 8-session emotion regulation training, while the first group did not attend this intervention. These groups filled out the Social Problem-Solving Inventory (SPSI) pre and post-treatment. The data were analyzed using the Analysis of Covariance (ANCOVA). The results indicated that emotion regulation positively and significantly influenced social problem-solving in hard-of-hearing adolescents (p = .001). This research suggests that emotion regulation intervention can promote problem-solving skills in hard-of-hearing adolescents. Therefore, this intervention has positive consequences and may act as a buffer against the daily problems of these adolescents.
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Data Availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Acknowledgements
We would like to appreciate the hard-of-hearing adolescents for their participation in this research.
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Mehrshid Danadel: Performed the experiments; Analyzed and interpreted the data; Wrote the paper. Mohammad Ashori: Conceived and designed the experiments; Supervised the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.
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The authors declare that they have no conflicts of interest with respect to the research, authorship, and/or publication of this article. All authors are part of the D-SCOPE consortium and declare to have contributed in a substantial manner.
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The current study was approved by the Research Ethics Committees of University of Isfahan, Iran on 2023-03-11 (IR.UI.REC. 1402.004). For this study, all participants were asked to sign an informed consent agreement. Respondents were informed about the voluntary nature of their involvement in the study, their right to refuse to answer, and the privacy of their responses. Refusal to consent led to exclusion of the study. All data were anonymous and analysed according to the rules of the Iranian Privacy Commission.
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Danadel, M., Ashori, M. Effects of emotion regulation training on social problem-solving in hard-of-hearing adolescents. Curr Psychol 43, 15366–15375 (2024). https://doi.org/10.1007/s12144-023-05498-w
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DOI: https://doi.org/10.1007/s12144-023-05498-w